School physical education and teacher education : collaborative redesign for the twenty-first century / edited by Ann MacPhail and Hal A. Lawson.

Includes bibliographical references and index.

Grand challenges as catalysts for the collaborative redesign of physical education, teacher education, and research and development -- The aims and outcomes challenge: preparing physical education teacher educators and teachers for twenty-first century redesign imperatives and accountability requirements -- The standards-based curricular reform challenge: shared responsibility through networking -- The alignment and coherence challenge: developing university-school partnerships for the simultaneous improvement and redesign of school programmes and teacher education -- The innovation challenge: maintaining programme standards and developing cohesion while developing and testing alternative designs in new kinds of school -- The interdisciplinary challenge: preparing teacher educators and teachers to span knowledge, organizational and international boundaries -- The professional socialization challenge: teacher education for a preferable future for physical education -- The cultural competence challenge: readying schools and university programmes for student, teacher and faculty diversity -- The digital age challenge: preparing physical and health educators to understand and support "online" youth -- The PE school curriculum challenge: the shared construction, implementation and enactment of school physical education curriculum -- The research and development challenge: better aligning teachers' and teacher educators' needs, priorities and demands -- The evidence-based decision-making challenge: developing research-supported, data-informed, structures and strategies in schools and teacher education programmes -- The professional development challenge: achieving desirable outcomes for students, teachers and teacher educators -- The public policy challenge: preparing and supporting teacher educators and teachers as change agents and policy entrepreneurs -- Learning to plan and planning to learn during turbulent times -- Developing commitments and capacity to learn with, and from, each other.

"Solid, dynamic partnerships between teacher education programmes and exemplary school physical education programmes; and Knowledge-generating teams consisting of exemplary teachers and teacher educators. Each chapter provides viable alternatives and rationales framed by unique national and local contexts. Significantly, these chapters announce that the work that lies ahead-and starts now-is a collective action project. It necessitates collaborative research and development among policy leaders, researchers, teacher education specialists, physical education teachers, and, in some cases, school-age students. This is essential reading for all researchers with an interest in physical education or teacher education, and an invaluable source of new perspectives for physical education students, pre-service and in-service teachers, and educational administrators and policy-makers"-- Provided by publisher.